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Giving
Not sure how to grade your student?
the secret to giving great feedback
the secret to giving great feedback
Micro-yes
Ask the learner a question such as "Can I give you some feedback?" or "Do you have a moment for feedback?"
Data Point
Name specifically what you saw or heard
Avoid "blur" words - words that can have ambiguous meanings
3. State the impact of the data point
4. End on a question
RIME model
RIME model
Reporters
Reporters
can accurately gather information through history taking and physical exam and can accurately report the information through presentations or write-ups
Interpreters
Interpreters
understand the clinical significance of the information obtained and can generate a short differential diagnosis and prioritize problems
Managers
Managers
can generate a reasonable diagnostic plan to deal with outstanding questions, and a therapeutic plan to solve problems
Educators
Educators
have risen to the level where they can identify knowledge gaps in others and effectively fill those gaps
Ask-tell-ask model
Ask-tell-ask model
Ask the learner for their assessment of how a procedure or patient encounter went
Ask the learner for their assessment of how a procedure or patient encounter went
What was done well?
What was hard?
How do you think you could improve?
Tell the learner your perspective of what he or she has shared
Tell the learner your perspective of what he or she has shared
What about his or her assessment do you agree or disagree with?
Is there something you want to mention that the learner did not include in his or her assessment?
Ask for suggestions on how he or she can improve in this area
Ask for suggestions on how he or she can improve in this area
Inquire as to how you as can assist them in improving
You can also set a time for reevaluation
Arch Model
Arch Model
Allow/Ask for self-assessment
Allow/Ask for self-assessment
Create a safe space
Ask the student to self-assess, ensuring specificity in their assessment
Be sure to review things done well and those that could be improved
Reinforce things being done well (attitudes, skills, and knowledge)
Reinforce things being done well (attitudes, skills, and knowledge)
Review the student's self-assessed strengths first
Provide your view on their strengths, ensuring specificity
Confirm areas needing correction/improvement
Confirm areas needing correction/improvement
Review student's self-assessed areas of improvement first
Provide your view on the areas of improvement, ensuring specificity
Help learner with improvement plan
Help learner with improvement plan
Ask the student how they will go about improving
Add your thoughts about ways they could improve
Set goals and a time for reevaluation
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